NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ718598
Record Type: Journal
Publication Date: 2005-Sep
Pages: 14
Abstractor: Author
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0258-2236
Instructional Functions in Large, under-Resourced Science Classes: Perspectives of South African Teachers
Onwu, Gilbert; Stoffels, Newton
Perspectives in Education, v23 n3 79-92 Sep 2005
Following the implementation of the new outcomes-based Curriculum 2005, teacher competence in teaching reform-based science in large classes is one of the challenges in the continuing reform of South Africa's education system. Most school teachers have little experience, meagre training and are operating in large and poorly resourced science classrooms. As part of the understanding of the teaching and learning that takes place in such contexts, this study focuses on science teachers' perspectives on their current classroom practices. Data collected through surveys and questionnaires to participating science teachers revealed their perspectives of the reality of teaching large under-resourced science classes and the typical patterns of classroom teaching. The essential components of their instructional functions are identified together with the implications these have for teacher education.
Perspectives in Education, Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27 (0)12 420 4732; Fax: +27 (0)12 362 5122; e-mail: perspect@postino.up.ac.za.
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa